Scott Foresman Reading Street

Penguin Chick
Group Time

Leveled Reader Antarctica: The Frozen Continent

REINFORCE CONCEPTS This week's concept is animal adaptation. Animals have certain body parts or ways of behaving that help them live in their environments. For example, how do you think a zebra's stripes help it survive?

BEFORE READING Using the Picture Walk routine on p. DI•1, guide students through the text focusing on key concepts and vocabulary. Ask questions such as:

p. 3 What can you tell about the weather in Antarctica?

p. 4 How do you think these animals can survive in Antarctica?

Read pp. 3–4 aloud. Then do a choral reading of pp. 5–8. Have students read and discuss the remainder of the book with a partner.

Preview Decodable Reader 6

BEFORE READING Review the words on Decodable Reader p. 41. Then have students blend these story words: pounded, borrowed, worried, suggested. Be sure students understand the meanings of words such as pounded.

Use the Picture Walk Routine on p. DI•1 to guide students through the text.

Preteach Phonics

SYLLABLE PATTERNS V/CV AND VC/V Write silent. If a syllable ends with a vowel, the vowel sound is usually long. If a syllable ends with a consonant, the vowel sound is usually short. If you don't know with which syllable the consonant goes, you can read the word both ways. Cover ent. If the consonant ends the first syllable, I would say the word with a short i: sil ent. That doesn't sound right. I'll try putting l with the second syllable. Cover lent. Now I'll say the first syllable with a long i: s lent. That's it! That's a word I know. Write and repeat this procedure with solid: s lid; sol id. Have students blend melon and human with you in this way: m lon, mel on; hum an, h man.